Education for sustainable development in universities: professional training and development of teachers as a driver for the implementation of SDGs into curriculums

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Abstract

The article considers the problem of integrating sustainable development principles into higher education through professional training of teachers. Based on the analysis of international experience, key approaches to the development of educational courses on education for sustainable development are analyzed. The main components of effective teacher training are defined: substantive (Agenda 2030, SDGs), theoretical and methodological (active and transformational pedagogical approaches). The methodological basis of the study consisted of: a system analysis of scientific publications and reports of international organizations (UNESCO, SDSN), a comparative study of successful cases of ESD integration in universities in Europe and Central Asia, as well as a content analysis of the curricula of Kazakhstani universities. It is shown that the proposed teacher training course should include three face-to-face sessions devoted to: 1) analysis of sustainable development concepts, 2) formation of professional competencies in the field of ESD, 3) design of sustainable educational scenarios. The need to combine theoretical classes with practical work on modernization of curricula is revealed. It has been established that the key conditions for the successful implementation of the course are: taking into account the national educational standards of Kazakhstan, developing a system for monitoring the effectiveness of training, and creating institutional mechanisms to support teachers. Particular attention is paid to limitations, including the need to move from declarative changes to real transformation of educational practice. The results of the study are of practical importance for the development of a national program for advanced training of teachers in the field of ESD, contributing to the implementation of the SDGs in Kazakhstani universities.